The Sekhukhune Inclusive Classroom Framework for supporting inclusive teaching in rural primary schools

Abstract Inclusive education has emerged as a policy for ensuring equitable access to quality mainstream education for all learners. However, translating inclusive education policy into meaningful classroom practice remains disproportionate, particularly in rural and under-resourced schools. The paper draws on Vygotsky’s Social Constructivism and Bronfenbrenner’s bio-ecological systems theory to provide a multi-level understanding of inclusive teaching and develop the Sekhukhune Inclusive Classroom (SIC) framework, a contextually grounded framework designed to support the implementation of inclusive teaching in rural South African primary schools. The study used qualitative data from eight participant teachers across four primary schools in two circuits in Sekhukhune South District, Limpopo Province. Using an interpretivist research paradigm and a single case study design, data were collected through lesson observations, semi-structured interviews and focus group discussions, and analysed using thematic data analysis. The findings revealed persistent structural and teaching challenges. In response, the Sekhukhune Inclusive Classroom framework was developed as an empirically grounded and theoretically informed model. The paper contributes a context-sensitive model that bridges the gap between inclusive education policy and classroom practice. It offers practical guidance for teachers, school principals, the Department of Basic Education and policymakers seeking to strengthen inclusive teaching in resource-constrained schools.